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Unit Section ObjectivesUnit 1: The King and the Wrestler

A Learn how to use the basic key questions: Who? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 2: Wise Aunt Alice

A Learn how to use the basic key questions: Where? Where? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 3: Window to the Past

A Learn how to use the basic key questions: When? Who? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

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C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Use personal reading as a stimulus to writingDiscuss a story being read and predict future events and likely outcomes in it

Unit 4: So You Want to Be a Writer?

A Learn how to use the basic key questions: Where? When? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Use personal reading as a stimulus to writingCreate stories

Unit 5: The Three Sillies

A Learn how to use the basic key questions: Where? Who? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

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Unit 6: The Haunted House

A Learn how to use the basic key questions: Why? How? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Give sequence to ideas and events in storiesSummarise and prioritise ideas

G Use personal reading as a stimulus to writingDiscuss a story being read and predict future events and likely outcomes in it

Unit 7: The Experiment

A Learn how to use the basic key questions: When? Who? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Noun

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Give sequence to ideas and events in storiesSummarise and prioritise ideas

Unit 8: The First Cars

A Learn how to use the basic key questions: Where? Who? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Noun

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F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Write in a variety of genres with greater sophisticationDevelop an awareness of the difference between written language and oral language

Unit 9: The Cloud

A Learn how to use the basic key questions: How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: adjective

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Experience varied and consistent oral language activity as a preparation for writingContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: analysis

Unit 10: Bentley’s Wish

A Learn how to use the basic key questions: Where? Who? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: adjective

F Write about an idea to explain it to someone elseExperience varied and consistent oral language activity as a preparation for writingContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: analysis

G Use personal reading as a stimulus to writingExperience and enjoy playful aspects of language

Unit 11: The Upstairs Dragon

A Learn how to use the basic key questions: When? Who? Why? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

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C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Develop basic information retrieval skills: scanning and skimmingContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material

Unit 12: Spider Power

A Learn how to use the basic key questions: Where? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Write about an idea to explain it to someone elseContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: Analysis

Unit 13: Fionn

A Learn how to use the basic key questions: Where? How? Why? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Give sequence to ideas and events in storiesSummarise and prioritise ideas

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Unit 14: The Apple Tree

A Learn how to use the basic key questions: Where? Who? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Use personal reading as a stimulus to writingCreate stories

Unit 15: Silly Bert

A Learn how to use the basic key questions: Where? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Verb

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Give sequence to ideas and events in storiesSummarise and prioritise ideas

Unit 16: Mythical Creatures

A Learn how to use the basic key questions: Where? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Verb

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F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Write in a variety of genres with greater sophisticationDevelop an awareness of the difference between written language and oral language

Unit 17: Glooskap and the Giant

A Learn how to use the basic key questions: Why? How? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Adverb

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 18: Hans the Timid

A Learn how to use the basic key questions: How? Who? Why? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: Adjective

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Use personal reading as a stimulus to writingDiscuss a story being read and predict future events and likely outcomes in it

Unit 19: The Irish National Heritage Park

A Learn how to use the basic key questions: Where? How? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

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C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Become familiar with the functions of words without necessarily using technical grammatical terms: adjective

F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Write in a variety of genres with greater sophisticationDevelop his/her ability to write using information technology

Unit 20: The Ghost

A Learn how to use the basic key questions: Where? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Write about an idea to explain it to someone elseExperience varied and consistent oral language activity as a preparation for writingContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: analysis

Unit 21: Krakus and the Dragon

A Learn how to use the basic key questions: Why? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasread a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

9

Unit 22: Stone Soup

A Learn how to use the basic key questions: Where? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasread a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 23: The Chernobyl Children’s Project International

A Learn how to use the basic key questions: How? Who? Why? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a narrative or expository piece and summarise it

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 24: The Golden Harp

A Learn how to use the basic key questions: Who? Why? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

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E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Use personal reading as a stimulus to writingCreate stories

Unit 25: A Baker’s Dozen

A Learn how to use the basic key questions: Where? Who? How? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

Unit 26: Abebe Bikila

A Learn how to use the basic key questions: Where? Why? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Write in a variety of genres with greater sophisticationContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: analysis

Unit 27: On Boaster’s Hill

A Learn how to use the basic key questions: Where? How? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

11

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Use personal reading as a stimulus to writingArgue a point of view and try to persuade others to support it

Unit 28: Seán McSharry Climbs Over the Clouds

A Learn how to use the basic key questions: Where? How? When? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

G Use personal reading as a stimulus to writingDevelop an appreciation of how the intended audience should influence the nature of a piece of writing

Unit 29: The Lady of Stavoren

A Learn how to use the basic key questions: Where? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Summarise and prioritise ideasRead a story and write it in his/her own words

G Write in a variety of genres with greater sophisticationWrite about favourite characters in stories

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Unit 30: Fooled by Words

A Learn how to use the basic key questions: How? Who? Which? What?Develop basic information retrieval skillsUse a range of aids and strategies to improve his/her command of spellingExperience different types of text

B Identify unfamiliar words by reference to word parts, prefixes and suffixesPlay synonym and antonym gamesDiscuss the meanings and origins of words, phrases and expressions with the teacherBecome aware of new words and new connotations of words through his/her reading and writing experience

C Use simple dictionaries effectively: find words, find the meanings of wordsBecome aware of new words and new connotations of words through his/her reading and writing experienceUse more than one strategy when reading unfamiliar text: grapho/phonic, syntactic, contextual

D Continue to develop a range of comprehension strategies to deal with narrative, expository and representational reading materialBecome an increasingly independent reader

E Learn to write with increasing grammatical accuracy through the process of revision and editing

F Write about an idea to explain it to someone elseExperience varied and consistent oral language activity as a preparation for writingContinue to develop a range of comprehension strategies to deal with narrative, expository and representational reading material: analysis

G Use personal reading as a stimulus to writingCreate stories